Constructivism and Self-Regulated Learning in the Merdeka Curriculum: A Systematic Review of Students’ Cognitive and Participatory Engagement
DOI:
https://doi.org/10.59944/jipsi.v5i3.1484Keywords:
Constructivism, Self-Regulated Learning, Merdeka Curriculum, Cognitive Engagement, Behavioral EngagementAbstract
This study aims to examine the relationship between constructivism and Self-Regulated Learning (SRL) in enhancing students' cognitive and behavioral engagement and to explore its relevance to the implementation of the Merdeka Curriculum. This study employed a systematic literature review by analyzing ten peer-reviewed journal articles selected based on their relevance, credibility, and alignment with the research objectives. The collected data were synthesized using a descriptive-comparative approach to identify patterns, similarities, and differences across the selected studies. The results of this study indicate that constructivism and Self-Regulated Learning (SRL) have complementary roles in improving students' engagement. Across the ten selected studies, constructivism and SRL consistently promoted critical thinking, problem-solving, active participation, self-directed learning, and reflective learning practices. The synthesis also demonstrated that their integration supports the development of meaningful, student-centered learning environments, making it highly relevant to the implementation of the Merdeka Curriculum. This research provides a conceptual foundation for integrating constructivist learning and Self-Regulated Learning (SRL) strategies in classroom practice to enhance students' cognitive and behavioral engagement. This research also supports the implementation of the Merdeka Curriculum by highlighting the importance of student-centered, meaningful, and self-directed learning as essential components of effective educational practice.
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